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JURNAL
TEACHER’S STRATEGIES IN TEACHING SPEAKING AT THE
DAFFODILS (Case Study Research at Kampoeng Inggris-Pare
Academic Year 2017 on 10th
- 25th
Period)
Oleh:
TIFANI ANIS SALIHA
13.1.01.08.0118
Dibimbing oleh :
1. Sulistyani, M.Pd.
2. Yunik Susanti, M.Pd.
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF NUSANTARA PGRI KEDIRI
2017
Simki-Pedagogia Vol. 01 No. 09 Tahun 2017 ISSN : AAAA-AAAA
Artikel Skripsi
Universitas Nusantara PGRI Kediri
Tifani Anis Saliha | 13.1.01.08.0118 FKIP-Bahasa Inggris
simki.unpkediri.ac.id || 1||
Simki-Pedagogia Vol. 01 No. 09 Tahun 2017 ISSN : AAAA-AAAA
Artikel Skripsi
Universitas Nusantara PGRI Kediri
Tifani Anis Saliha | 13.1.01.08.0118 FKIP-Bahasa Inggris
simki.unpkediri.ac.id || 2||
TEACHER’S STRATEGIES IN TEACHING SPEAKING AT THE
DAFFODILS (Case Study Research at Kampoeng Inggris-Pare Academic
Year 2017 on 10th
- 25th
Period)
Tifani Anis Saliha
13.1.01.08.0118
Sulistyani, M.Pd. dan Yunik Susanti, M.Pd.
UNIVERSITAS NUSANTARA PGRI KEDIRI
ABSTRAK
Speaking is a process of producing and receiving language which contains information to
create interaction. In learning speaking, there are many problems that are faced by the English teacher.
So, the teacher needs to use the strategy for teaching speaking. The strategies must be suitable to the
students’ condition. This research is aimed at founding teacher’s strategies used in teaching speaking
and the areas of speaking knowledge facilitated by the teacher’s strategies teaching speaking process
at the Daffodils English course Kampung Inggris-Pare. The result of the research showed that teacher
used four strategies to make students participated in learning speaking. The areas of speaking
knowledge that facilitated by teacher’s strategies were the mechanic, function and social cultural-
norm. The strategies that dominate that used by the teacher in speaking knowledge areas are
recognizing script. the strategies applied by English teacher were appropriate in teaching speaking at
The Daffodils English Course, because those strategies had the priority to make students speaking a lot
and make them participated by their responses or even just minimal responses. And the areas of
speaking knowledge that facilitated in teacher’s strategies were very helpful in learning speaking.The
researcher suggested for other researcher to use the other creative strategy to compare the result of the
success strategies
KEYWORDS: Teacher’s Strategies, Speaking, Teaching Speaking, English course,
Daffodils.
I. INTRODUCTION
Speaking is one of the skills in English
which is important. It can be developed by
implementing it in communicating to other
people who adopt the target language that
wants to be learned. According to Ur
(1996: 120) that all the four skills
(listening, speaking, reading, writing)
speaking seems intuitively the most
important. Those statements above mean
that speaking becomes the most important
skill because it is needed in daily life for
communicating easily and effectively.
Besides that, speaking can be a reference
of someone’s ability in communication.
But, the point is that speaking is as the
message or information which is
understood by other people in
communication.
Simki-Pedagogia Vol. 01 No. 09 Tahun 2017 ISSN : AAAA-AAAA
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Many linguistics and language
teachers agree that students learn speaking
skills best through interacting. The
students can be said success in speaking
skill when they have reached some points
in the speaking activity. According to Ur
(1996: 120) characteristics of successful
speaking activity, the first is learners talk a
lot. Means they can express their ideas
what they thought by speaking a lot. The
second is participation is even. In the
learning process the students are not only
listening what the speaker talked, but also
they respond by their opinion. And then
motivation is high, students can motivate
themselves to improve their speaking well.
And the last speaking is of an acceptable
level. Those points are should be tried by
the teacher to build their students become
that characteristics in classroom activity.
Nowadays, many English courses
place are available anywhere in regions.
The ones who want to enhance their
English speaking ability are provided by so
many facilities in which they can learn
from. General English courses are
designed to improve from beginner level of
English in every aspect. Each lesson has
clear objectives that contribute to the
overall progress and moves to the closer to
achieving language goals.
The students need the suitable
strategy in gaining the materials from the
teacher. The strategies which are used by
the teacher have to match for the students’
ability and condition. The speaking
strategies help the teacher to conduct
teaching speaking better. According to
Bashir at al (2011: 39) that speaking
strategies used by teacher consist of using
minimal responses, recognizing scripts,
and using language to talk about language.
Using minimal responses means the
teacher tries to help the students who are
silent in the class creating responses in any
exchanges. In recognizing scripts strategy,
the teacher teaches the students to use
suitable scripts in different context to
exchanges information with others. And
the last is using language to talk about
language. Although the students can’t
understand what their conversation
partners’ language, they shouldn’t be shy.
They have to try to make clarification.
Mistakes in speaking often happen, but the
mistakes lead the students to create
speaking better.
Here the writer conducts a research on
The Daffodils English Course. It focuses
on the strategies that used in teaching
speaking applied by the English teacher.
This course is chosen based on the quality
in teaching speaking, beacuse this course is
the specialist of speaking skill. The study
focuses on teacher’s strategies in teaching
speaking by using minimal responses,
Simki-Pedagogia Vol. 01 No. 09 Tahun 2017 ISSN : AAAA-AAAA
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recognizing scripts, and using language to
talk about language. The material of
teaching speaking at “speak first” class in
the Daffodils at 10th
- 25th
period is about
the words, expression and conversation of
daily activity. The English teacher called
“Tutor” as the subject of the study in The
Daffodils English course. This research
was conducted to identify the types of
teacher’s questions that involved in
Reading Comprehension class and the
strategies that teacher used in asking
questions during teaching reading
comprehension class.
II. RESEARCH METHOD
This research used qualitative
approach. Then for the design the
researcher used case study. It was because
the researcher wants to identify the
strategies and teaching speaking and the
areas of speaking knowledge facilitated by
teaching strategies that teacher used which
are only could be presented through
description.
In this research, the researcher became
a key in collecting the data. Based on Ary
(2010: 424) “in qualitative studies, the
human investigator is the primary
instrument for the gathering and analyzing
of data.” It means that the researcher do as
instument of human and she becomes the
collector the data of the research.
For collecting the data, the researcher
used observation and interview. Then on
the observation, the researcher also made a
observation checklist to make easily to get
the data. From the interview, she made the
list of qoestions to look for the main data
based on the purpose of this research.
After the data had been collected, then
the researcher analyzed it through three
stages, the first is selecting and arranging,
the second is reducing, and the third is
interpreting and representing the data.
In order to check the validity of the
data, the researcher used triangulation
based on the types of data which consisted
of observation, interview and
documentation
This research was held in The
Daffodils English Course in 10-25 period.
The reason why the researcher interested
with this teacher was because this teacher
used the strategy that could make the
students more active in speaking. And the
teacher has good quality in speaking skill,
he also has a longest period in teaching
even he is younger than other teachers.
III. FINDING AND DISCUSSION
Based on the research questions, the
finding were finding out about teacher’s
strategies in teaching speaking and the
areas of speaking knowledge facilitated by
teacher’s strategies.
Simki-Pedagogia Vol. 01 No. 09 Tahun 2017 ISSN : AAAA-AAAA
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The researcher did the observation
from the beginning till the last teaching
process by take a note, took a video
recorder, and did the observation checklist.
The class was very enjoy and alive, the
students try for their best in speaking
ability and the students used to practice
speaking English because the place is
English area.
So, on Monday, 11th
of June 2017 at
10.00-11.00 PM the researcher came to the
course to interview the teacher to get much
and supporting information about
strategies in teaching speaking. The
researcher asked the question about the
strategy in teaching process and took the
voice recording from the beginning until
the last to take the information easily.
The first finding of the research was
the teacher in Daffodils used the strategies
in teaching speaking class. The strategies
applied by the teacher are not only
recognizing script, using minimal
response, using language to talk about
language, but also the researcher found the
new strategy, that is drilling. The teacher
asked the students to repeat after the
teacher some vocabulary and expression
related to the topic.
Then the second finding was areas of
speaking knowledge that facilitated by
teacher’s strategies are mechanic, function
and social cultural norms. The strategy that
dominate in teaching facilitated on
speaking knowledge areas such as in
mechanic, function and social cultural and
norm rules is recognizing script. The
students could study in three areas above
when the teacher applied in recognizing
script strategy.
From the result of teacher’s
strategies is different from the theory
belongs to Bashir et al. The strategies that
found in the research is not only
recognizing script, using minimal
responses, and using language to talk about
language. But there was drilling that found
in teacher’s strategies in teaching
strategies. The strategies that dominate in
teaching facilitated on speaking knowledge
areas are recognizing script. This strategy
used in three areas on peaking knowledge
the strategies are, the first is recognizing
script. Teacher had difficulty in
implementing new vocabulary, that’s only
using greeting in the beginning. It was
monotonous activity.
The second, using minimal
responses. Stimulating students to speak
was not an easy matter. For students who
learnt speaking English at the beginning,
making responses to someone who spoke
to them was rather difficult. Minimal
response produced by them could be
progress for them that had to be given high
appreciation. The students respond means
Simki-Pedagogia Vol. 01 No. 09 Tahun 2017 ISSN : AAAA-AAAA
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they have study about pronunciation and
new vocabulary from the teacher’s
feedback. It’s good strategy because the
students know the right pronunciation of
the vocabulary.
The teacher did some trick to
enhance students’ response. Interesting
activity was needed for it. Students would
give nice attention to teacher when they
felt enjoyable in the classroom. Beside that
asking question or command to the passive
students was used to help them to be more
active.
The Third, Using Language to Talk
about Language. Clarifying was the main
part of this strategy. Here, the teacher was
not angry to students that made mistake.
The teacher told them in a good way and
helped them to fix the mistake.
From the interview, good
communication among the teacher and
students was important to build a good
relationship, it’s important to study about
relationship building. Mistakes done by the
students became experience for them.
Reminding them every time was also
needed.
The forth, drilling. Those strategies
conducted when the teacher introduced
new vocabularies and expression in two
topics. The first in the previous material
that the student told about free theme that
“Batu Gantung” topic. The teacher gives
the vocabulary related to that topic, and he
asked the students to repeat after him. And
the second topic that about home, the
teacher also give the new vocabulary and
expression. Then the teacher asked the
teacher to say after him.
By using the areas of speaking
knowledge in mechanic the students
studied involved to create the good
pronunciation. But the researcher was
contra in process of the strategy. The
teacher should give the time or asked the
students or directed them for repeating the
teacher, so the students can be practice the
pronunciation well based on the teacher’s
feedback.
The conclusion is the research of the
strategies applied by English teacher were
appropriate in teaching speaking at The
Daffodils English Course, because those
strategies had the priority to make students
speaking a lot and make them participated
by their responses or even just minimal
responses. And the areas of speaking
knowledge that facilitated in teacher’s
strategies were very helpful in learning
speaking the students could be learned
through the teacher’s strategies. The
teaching process through the conversation,
dialogue and short presentation in free
topic. The researcher suggested for other
researcher to use the other creative strategy
Simki-Pedagogia Vol. 01 No. 09 Tahun 2017 ISSN : AAAA-AAAA
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Tifani Anis Saliha | 13.1.01.08.0118 FKIP-Bahasa Inggris
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to compare the result of the success
strategies
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